Response to Intervention | RTI | RTI Resources - RTI f A d i RTI ......Response to Intervention Workshop Agenda 1. RTI: Review. What are the critical elements of RTI, including the

Response to Intervention

RTI f A d i RTI for Academics: Quality Audit

Jim Wrightwww interventioncentral orgwww.interventioncentral.org

www.interventioncentral.org




Workshop Agenda1. RTI: Review. What are the critical elements of RTI,

including the 3 Tiers and schoolwide screeners?including the 3 Tiers and schoolwide screeners?

2. RTI: District Leadership Team. What is the decision-making p ggroup that will guide the RTI rollout in Irvington Schools?

3. RTI: The Plan. What is an example of a comprehensive district RTI plan and how will this plan be prepared for Irvington?

4. RTI: Work Groups. What specific areas should be the district focus of RTI for the current school year: 2015-2016?


y


www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


NYSED School Requirements: 100.2NYSED School Requirements: 100.22. A school district shall select and define the specific

structure and components of the response to intervention structure and components of the response to intervention program, including, but not limited to, the criteria for determining the levels of intervention to be provided to t d t th t f i t ti th t d t students, the types of interventions, the amount and nature

of student performance data to be collected and the manner and frequency for progress monitoring.

3. A school district shall take appropriate steps to ensure that staff have the knowledge and skills necessary to implement staff have the knowledge and skills necessary to implement a response to intervention program and that such program is implemented consistent with paragraph (2) of this


subdivision.

5

Source: New York State Education Department. (July 2010). Part 100 Regulations: 100.2: General School Requirements. Retrieved from http://www.p12.nysed.gov/part100/pages/1002.html#ii


“ ”NYSED has defined in regulation the minimum components of an RtI program but gdoes not require a specific RtI model that must be uniformly used by all school districts. School districts have discretion to make specific decisions when designing the structure and components of their RtI program. (NYSED RTI Guidance Document, 2010; p. 40).

www.interventioncentral.org 6

Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 40


What does RTI look like when applied to an i di id l t d t?individual student?

A widely accepted method for determining whether a student should be referred to Special Education under RTI is the ‘dual discrepancy model’ (Fuchs, 2003).

Di 1 Th t d t i f d t b f i – Discrepancy 1: The student is found to be performing academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance).yp p ( p y p )

– Discrepancy 2: Despite the implementation of one or more well-designed, well-implemented interventions tailored specifically for the student he or she fails to ‘close the gap’ with classmates the student, he or she fails to ‘close the gap’ with classmates (discrepancy in rate of learning relative to peers).



Avg Classroom Academic Performance Level

Discrepancy 1: Skill Gap Discrepancy 1: Skill Gap (Current Performance Level)

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


Dual-Discrepancy : RTI Model of Learning Disability (Fuchs 2003)


RTI: Decision Rules: Identifying the Academic ‘Non-R di ’ St d tResponding’ Student

The student:• received interventions in current classroom to address concerns• received interventions in current classroom to address concerns.• has completed 3 or more ‘intervention trials’ at Tiers 2 & 3 (with at

least one at Tier 3)—with each trial lasting 6-8 weeksleast one at Tier 3)—with each trial lasting 6-8 weeks.• continues to show a large academic ‘performance deficit’.• has failed to close the academic gap with peers (as measured by • has failed to close the academic gap with peers (as measured by

school-wide screening tools).The RTI ‘evidence trail’ shows that the student’s interventions were:The RTI evidence trail shows that the student s interventions were:• research-based.• appropriately matched to the student concern


• appropriately matched to the student concern.• carried out with integrity.

9


RTI: Recommended Next StepsRTI: Recommended Next Steps1. Create a School- or District-Wide RTI Leadership

Team Assemble a team in your building or district to Team. Assemble a team in your building or district to oversee development and implementation of the RTI model.model.

3. Develop an RTI School- or District Plan. Write a 2-to 3-year plan (supervised by the RTI Leadership Team) y p ( p y p )that includes the essential RTI elements, including timelines, people involved, and goals for each.



RTI: Recommended Next Steps3. Build RTI Understanding & Support Among Teachers. To

promote teacher support for RTI (1) map out the

RTI: Recommended Next Steps

promote teacher support for RTI, (1) map out the essential RTI information teachers will need to hear in the upcoming school year, (2) inventory the large-group and upcoming school year, (2) inventory the large group and small-group opportunities to share RTI information and answer teacher questions, and (3) use that content and scheduling information to create a building RTI staff-development calendar that spans the school year.



RTI Tiers. What do the 3 levels, or ‘tiers’ of RTI look like and what ‘tiers’, of RTI look like and what students do they serve?



RTI: Tier 1: Core Instruction





RTI: Tier 1: Core Instruction• Strong core instruction is the foundation of RTI.

When teachers are able successfully to teach across the full range of classroom ability levels, individualized

d i i t ti t d d academic interventions are not needed.

Strong instruction includes making optimal use of Strong instruction includes making optimal use of instructional time, integrating direct-instruction elements into lessons, and providing accommodations &, p gsupports as appropriate.



RTI: Tier 1: Core Instruction: Instructional TimeWhile schools cannot lengthen the instructional day, g y,

they can help teachers to make the best use of the time that they have for instruction:y

• Available time: Total days/hours available for instruction.• Scheduled time: Time teachers allocate for instruction• Scheduled time: Time teachers allocate for instruction.• Instructional time: Time during which instruction is

actually being delivered (teacher is the target)actually being delivered (teacher is the target).• On-Task time: Time that the student is on-task and

engaged in learning (student is the target)


engaged in learning (student is the target).

16Source: Gettinger, M., & Ball, C. (2008). Best practices in increasing academic engaged time. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1043-1057). Bethesda, MD: National Association of School Psychologists.


RTI: Tier 1: Core Instruction: Direct InstructionTeachers can strengthen g

their lessons by incorporating into them p gelements of direct instruction.


Response to InterventionHow to: Implement Strong Core Instruction1. Access to Instruction 2. ‘Scaffolding’ Support (Cont.)Instructional Match Group Responding

Content Review at Lesson Start High Rate of Student Success

Preview of Lesson Goal(s) Brisk Rate of Instruction

Chunking of New Material Fix-Up Strategies

2. ‘Scaffolding’ Support 3. Timely Performance Feedback

Detailed Explanations & Instructions Regular Feedback

Talk Alouds/Think Alouds Step-by-Step Checklists

Work Models 4. Opportunities for Review/ Practice

Active Engagement Spacing of Practice Throughout Lesson

Collaborative Assignments Guided Practice


g

Checks for Understanding Support for Independent PracticeDistributed Practice


RTI: Tier 1: Core InstructionIn your teams, discuss ideas for accomplishing each of

these RTI building objectives:g jThrough direct observation or other means, determine

whether teachers are optimizing the amount of time spent delivering instruction (‘instructional time’)—and whether students are actively and fully engaged (‘engaged time’) d i lduring lessons.

Develop and share with all teachers a uniform checklist with essential elements of direct instructionwith essential elements of direct instruction.

Train teachers to appreciate the positive role that ‘accommodations’ can play in providing student choice


accommodations can play in providing student choice and creating more supportive learning environments.

19


RTI: Tier 1: Classroom Intervention





RTI: Tier 1: Classroom Intervention• Teachers sometimes need to put academic interventions

in place for 'red flag' students. These are students whose academic delays or difficulties require a sustained remediation plan that will last at least several weeks.

Tier 1 interventions take place in the classroom, typically during core instruction during core instruction.

Tier 1 interventions are often modest in scope but can still phave strong positive outcomes. They follow the full RTI problem-solving approach--adapted to the realities of a


busy classroom environment.

22


Tier 1 Intervention Plans: Essentials…At Tier 1, problem-solving occurs when the teacher meets briefly with a team (e.g., grade-level team, instructional team,

Tier 1 Intervention Plans: Essentials…

department) or a consultant.The teacher defines the student problem(s), selects intervention(s) decides how to monitor the intervention and intervention(s), decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultantThe teacher meets again with team or consultant several weeks later to check on the status of the intervention.The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.Th b f t d t i i Ti 1 i t ti d d


The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

23


Classroom Intervention Intervention

Planning Sheet



How To: Create a Written How To: Create a Written Record of Classroom

InterventionsInterventions



RTI: Tier 1: Classroom InterventionIn your teams, discuss ideas for accomplishing each of

these RTI building or district objectives:g j Create one or more options for teachers to team with others to

create Tier 1 intervention plans (e.g., grade-level teams; instructional teams; meetings with consultants)instructional teams; meetings with consultants).

Adopt an easy-to-use form or online Content Management System (e.g., RTIm Direct) for teachers to use in documenting classroom ( g , ) gintervention plans.

Develop an agenda for structuring Tier 1 intervention planning ti th t th d ti d lt i t d t meetings so that they are productive and result in student

intervention plans. Develop a bank of ideas for academic and behavioral interventions


pthat teachers can easily access.

26


RTI: Tier 2: Supplemental Intervention





RTI: Tier 2: Supplemental Intervention• When students have moderate academic delays that

cannot be addressed by classroom support alone, they are placed in Tier 2 (supplemental) intervention. About 10-15% of students may qualify for Tier 2 services.

Tier 2 academic interventions are typically delivered in small-group format Students are recruited for Tier 2 small-group format. Students are recruited for Tier 2 services based upon data. Enrollment in these intervention groups is dynamic. At several points during the school g p y p gyear, students' progress is evaluated. Those who have made progress sufficient to no longer need supplemental


help are exited from Tier 2 services, while new students at-risk for academic failure are recruited.

29


RTI: Tier 2: Supplemental InterventionQ: How are students identified for Tier 2 intervention

services?• Grades K-8: The school administers a building-wide set

of academic screeners (e.g., AIMSweb reading fluency; STAR Math Assessment) three times per year.

Students who fall in the medium to high risk range are Students who fall in the medium- to high-risk range are picked up for Tier 2 services.



RTI: Tier 2: Supplemental InterventionQ: How are students identified for Tier 2 intervention

services?• Grades 9-12: The school uses local data (grades,

attendance, behavior)—and perhaps a global academic skills screener (e.g., Measures of Academic Progress)--to identify struggling students for Tier 2 support.

The school then conducts more in-depth diagnostic testing as needed with identified students to match them testing as needed with identified students to match them to appropriate services.



RTI: Tier 2: Supplemental InterventionQ: Who handles the entrance or exit of students in Tier 2

services in grades K-6?• The Data Analysis Team (DAT) convenes after each of

the 3 school-wide screenings (Fall, Winter, Spring).

The DAT reviews screening data, determines which students qualify for Tier 2 services and places students students qualify for Tier 2 services, and places students in appropriate Tier 2 programs.

The DAT also exits any students currently in Tier 2 who fall within the ‘low risk’ range on the latest screener.



RTI: Tier 2: Supplemental InterventionQ: When are Tier 2 services delivered?• Elementary (and some secondary) schools set aside a e e ta y (a d so e seco da y) sc oo s set as de a

daily ‘intervention block’ of at least 30 minutes when Tier 2 services can be delivered.



Scheduling Elementary Tier 2 InterventionsOption 3: ‘Floating RTI’:Gradewide Shared Schedule. Each grade has a scheduled RTI time Option 3: Floating RTI :Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade.

Classroom 1 Classroom 2 Classroom 3Grade K

Anyplace Elementary School: RTI Daily Scheduleg y g

9:00-9:30

Classroom 1 Classroom 2 Classroom 3Grade 1


9:45-10:15

10:30 11:00Classroom 1 Classroom 2 Classroom 3Grade 2


10:30-11:00

12:30-1:00



1:15-1:45

2:00-2:30


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.

Classroom 1 Classroom 2 Classroom 3Grade 5 2:00 2:30


RTI: Tier 2: Supplemental InterventionQ: How can you verify that a Tier 2 intervention is of high

quality?A quality Tier 2 intervention plan shows evidence that:• instructional programs or practices are ‘evidence-based’.p g p• an intervention is selected that logically addresses the

area(s) of academic deficit for the target student.• the student-teacher ratio in the group provides adequate

student support: Tier 2 up to 7 students.• the intervention provides contact time adequate to the

student academic deficit. Tier 2 interventions occur a


minimum of 3-5 times per week in sessions of 30 minutes or more (Burns & Gibbons, 2008).

35


RTI: Tier 2: Supplemental InterventionQ: What are examples of activities NOT suitable for Tier

2 interventions? (Avoid the ‘Homework Help’ trap.)• As the purpose of Tier 2 interventions is to remediate

serious academic deficits, the Tier 2 interventionist typically would not use that time for:– routine homework or class assignment help.– test preparation.



RTI: Tier 2: Supplemental InterventionQ: Where can schools find good Tier 2 programs to

match different areas of academic need?• The What Works Clearinghouse (WWC) is the best source

of impartial information about effective Tier 2/3 programs:http://ies.ed.gov/ncee/wwc/



Best Evidence Encyclopediahttp://www.bestevidence.org/

This site provides reviews of evidence based reading and evidence-based reading and math programs.

The website is sponsored by The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .



National Center on Intensive Intervention Academic Intervention Tools Charthttp://www.intensiveintervention.org/chart/instructional-intervention-

ltools

Sponsored by the National Center on Intensive Intervention this page on Intensive Intervention, this page provides ratings to intervention programs in reading, math, and writingwriting.

Users can streamline their search by subject and grade level


y j g(elementary or middle school).


RTI: Tier 2: Supplemental InterventionIn your teams, discuss ideas for accomplishing each of

these RTI building or district objectives:g j Review your school-wide screener(s) to verify that they are

identifying the right students and the right skills that need supplemental interventionssupplemental interventions.

Review your process for using screening data and a Data Analysis Team to enter/exit Tier 2 students.

Inventory your existing Tier 2 programs to verify that they are supported through research.

Identify current gaps in programming (e.g., a lack of Tier 2 programs for math-fact fluency) and visit the What Works Clearinghouse and other sites to find appropriate candidates.


pp p Discuss when your school can schedule Tier 2 services.

40


RTI: Tier 3: Intensive Intervention





RTI: Tier 3: Intensive Intervention• Students with substantial academic (and/or behavioral)

deficits who do not respond to lesser interventions may receive a Tier 3 intervention. In a typical school, 1-5% of students may need a Tier 3 intervention in a given year.

The group that designs and implements the Tier 3 intervention plan is the RTI Problem-Solving Teamintervention plan is the RTI Problem-Solving Team.

The RTI Team develops customized intervention plans. p pThe Team identifies the most important blockers to student success and develops a unique intervention plan


to address those concerns.

43


RTI: Tier 3: Intensive InterventionThe RTI Problem-Solving Team:• is multi-disciplinary, with expertise that covers both academic s u t d sc p a y, t e pe t se t at co e s bot acade c

and behavioral intervention planning.• conducts its meetings according to a structured, multi-step g g , p

problem-solving agenda.• creates as a product of the meeting a customized ‘wrap-

around’ intervention plan. This plan often incorporates several stakeholders such as the classroom teacher, parent, t d t d di th i t tstudent, and reading or math instructors.

• determines whether a student has exhausted the range of available interventions is a ‘non responder’ and should be


available interventions, is a ‘non-responder’, and should be referred for a Special Education evaluation.

44


Team Roles

• Coordinator• Facilitator• Recorder• Time Keeper• Case ManagerCase Manager



RTI Problem-Solving Team AgendaStep 1: Assess Teacher Concerns

Step 2: Inventory Student Strengths/Talentsp y g

Step 3: Review Background/Baseline Data

Step 4: Select Target Teacher ConcernsStep 4: Select Target Teacher Concerns

Step 5: Set Academic and/or Behavioral Outcome Goals and Methods for Progress MonitoringProgress-Monitoring

Step 6: Design an Intervention Plan

Step 7: Plan How to Share Meeting Information with the Student’s Parent(s)

Step 8: Review Intervention & Monitoring Plans



RTI: Tier 3: Intensive InterventionIn your teams, discuss ideas for accomplishing each of

these RTI building objectives:g j Train your RTI Team to follow a structured meeting agenda that

moves reliably through the steps of the problem-solving process. Create the capacity for case managers to pre-meet with referring

teachers to clarify referral concern(s) and decide what assessment data to bring to the initial RTI Team meeting.g g

Develop a Tier 3: RTI Team referral process that is timely—and also capable of screening out students whose needs can better be met t th Ti 1 Ti 2 l lat the Tier 1 or Tier 2 level.

Create decision rules in coordination with the Special Education Department to determine when a student with serious academic


pdeficits should be considered a 'non-responder' and referred for a Special Education evaluation.

47


School-Wide Screenings: What is the purpose of school-wide screenings p p gin RTI and how should they be conducted? conducted?



Building-Wide Screening: Assessing All Students (Stewart & Silberglit 2008)(Stewart & Silberglit, 2008)

Screening data in basic academic skills are collected at least 3 times per year (fall winter spring) from all studentsleast 3 times per year (fall, winter, spring) from all students.Screening data can be used to:– evaluate and improve the current core instructional – evaluate and improve the current core instructional

program.– allocate resources to classrooms, grades, and buildings , g , g

where student academic needs are greatest.– guide the creation of targeted Tier 2/3 (supplemental

i t ti ) intervention) groups.– set academic goals for improvement for students on Tier

2 and Tier 3 interventions


2 and Tier 3 interventions.Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.


Schoolwide Screening Tools: 2 TypesSchoolwide screening tools tend to fall into 2 broad

categories:g1. Basic Skills. These screeners sample basic

academic skills such as oral reading fluency academic skills such as oral reading fluency and math computation fluency. Examples are AIMSweb and DIBELS Next.AIMSweb and DIBELS Next.

The assumption built into basic-skills screeners The assumption built into basic skills screeners is that students who lack proficiency in these foundation skills will struggle to attain the


ou dat o s s st ugg e to atta t eCommon Core Standards.

50




Schoolwide Screening Tools: 2 Types (Cont.)Schoolwide screening tools tend to fall into 2 broad

categories:categories:2. Curriculum Skills. These screeners sample

student skills and knowledge that correspond to student skills and knowledge that correspond to grade-level curriculum expectations. An example is Measures of Academic Progressexample is Measures of Academic Progress.

The assumption built into curriculum skills The assumption built into curriculum-skills screeners is that when teachers can map the ‘holes’ in a student’s academic skills they can


holes in a student s academic skills, they can adjust instruction to address those gaps.

52




Curriculum Skills Screener Example: Measures f A d i Pof Academic Progress

“MAP is a system of computerized adaptive assessments, meaning that each student taking a MAP test receives a meaning that each student taking a MAP test receives a set of items that is optimal for the student's ability level. The MAP Mathematics Reading and Language Usage The MAP Mathematics, Reading, and Language Usage tests are available for students in Grades 2-10.”

www.interventioncentral.org 54SOURCE: National Center on Response to Intervention. Screening Tools Chart. Retrieved on 1 December 2012 from http://www.rti4success.org/screeningTools

Response to InterventionClearinghouse for RTI Screening and Progress-

Monitoring ToolsMonitoring Tools• The National Center on Intensive

I t ti Intervention (http://www.intensiveintervention.org/chart/progress monitoring) maintains chart/progress-monitoring) maintains pages rating the technical adequacy of RTI progress-monitoring tools that can p g galso be used for screening. Schools should strongly consider selecting screening tools that have national norms or benchmarks to help them to assess the academic risk level of their


assess the academic-risk level of their students.

55


RTI: Schoolwide ScreenersIn your teams, discuss ideas for accomplishing each of

these RTI building or district objectives:g j K-8: Analyze your student demographics and academic performance

and select academic screeners matched to those demographics: (1) basic skill screeners (e g DIBELS AIMSweb) or (2) a curriculum skills basic-skill screeners (e.g., DIBELS, AIMSweb) or (2) a curriculum-skills screener (e.g., Measures of Academic Progress).

9-12: Adopt a proactive system for monitoring existing data--grades, p p y g g g ,attendance, behavior (office referrals)--every 5 weeks or so to identify students with emerging difficulties. Link identification of at-risk students to specific RTI responses (e g classroom intervention plan; parentto specific RTI responses (e.g., classroom intervention plan; parent-student conference, etc.).

All grades: If possible, pilot new screening tools (e.g., at single grade


levels or in selected classrooms) before rolling out across multiple grade levels.

56


Acti it RTI Q estionsActivity: RTI Questions…

• What questions do you still have about Response to Intervention and the implementation of this model in your schools?





RTI Leadership Team: What team oversees the development of RTI in a oversees the development of RTI in a school or district—and what are that team’s specific duties?



RTI Leadership Team: Command-and-Control for RTIThe RTI Leadership Team guides the overall RTI process.

The group meets periodically (e.g., monthly) on an ongoing basis to evaluate the RTI project, shape its future direction, determine what resources the project requires and allocate those resources requires, and allocate those resources.

The RTI Leadership Team also ensures that a standard The RTI Leadership Team also ensures that a standard RTI process is followed across individual schools.


Response to InterventionWhat is the Purpose of the RTI Leadership Team?

Th RTI L d hi T h l f i (1) d f • The RTI Leadership Team has several functions: (1) to draft and update a district RTI implementation plan, (2) to keep all schools throughout the district in compliance with good RTI schools throughout the district in compliance with good RTI practices, and (3) to identify and make available to schools the resources required to implement RTI successfully. The RTI esou ces equ ed to p e e t success u y eLeadership Team’s duties include:

• Drafting a multi-year plan that will guide the district in the g y p gimplementation of RTI while using existing resources. The team’s RTI Plan should encompass a three-year rollout schedule.

• Supervising RTI implementation. The RTI Leadership Team th t RTI i i l t d i if


oversees that RTI is implemented in a uniform manner throughout the school district.

61

Response to InterventionWho Should Serve on the RTI Leadership Team?

Y di i h ld bl l i di i li • Your district should assemble a multi-disciplinary team to serve as your RTI Leadership Team. Th t h ld i l d i fl ti l di t i t d i i t t h • The team should include influential district administrators such as those who control resources (e.g., staff development funds; instructional budgets) or supervise staff (e g school instructional budgets) or supervise staff (e.g., school psychologists, reading teachers) across the district that will participate in RTI. p p

• Additionally, the team should have representatives from school buildings to help the team to keep lines of communication open with its campuses.

• Finally, the membership on the team should be balanced to


include representatives from important stakeholder groups (e.g., building administrators, general education teachers, etc.).

62

Response to InterventionWho Should RTI Leadership Team Meetings Be

O i d?Organized?• Team meetings should follow a fixed schedule, with a standard set of

meeting agenda items regularly brought up for team discussion:meeting agenda items regularly brought up for team discussion:• Regularly scheduled meetings. The RTI Leadership Team should meet at

least monthly.y• Standing meeting agenda. In addition to those topics brought up for

discussion by team members, the RTI Leadership Team should establish a small set of ‘standing agenda’ items e g ‘school wide literacy a small set of standing agenda items— e.g., school-wide literacy screenings’, ‘resources for classroom interventions’, and ‘update in state RTI guidelines and regulations’.

• Subcommittees. If the RTI Leadership Team is so large that frequent meetings are difficult to schedule and unwieldy to run, consider dividing the team’s work among subcommittees


the team s work among subcommittees.

63


Handout: Next Steps: p. 35Handout: Next Steps: p. 35

• In your groups, discuss the y g p ,content and recommendations for ‘next steps’ presented in this portion of the workshop.p p

• Jot down any immediate next steps that you think next steps that you think are important to prepare to support your schools in


support your schools in RTI.




Creating the RTI Plan



Building Team Activity: Plan for Building

In your elbow groups:

g y gTeacher Understanding and Support for RTI

y g p• Review page 2 of the Planning

Packet (Packet 6): RTI Plan: ( )Element 1… Build Classroom Teacher Understanding & S t f RTISupport for RTI

• Develop a plan for sharing RTI information with teachers information with teachers throughout the coming school year.



Building Team Activity: Create Teacher


g yCapacity for Tier 1


Packet (Packet 6): RTI Plan: ( )Element 2… Create TeacherCapacity to Deliver EffectiveCl (Ti 1) Classroom (Tier 1) InterventionsD l l t h l t h • Develop a plan to help teachers to understand and implement Tier 1 interventions


Tier 1 interventions.


Building Team Activity: Map Out Tier 2/3


g y pPrograms


Packet (Packet 6): RTI Plan: ( )Element 3… Inventory Evidence-Based S l t l I t ti Supplemental Intervention Programs Available at Tiers 2 & 3& 3

• Create an inventory of Tier 2/3 programs or services (academic


programs or services (academic or behavioral) at your school.


Building Team Activity: Plan for Establishing an


g y gRTI Problem-Solving Team at Tier 3


Packet (Packet 6): RTI Plan: ( )Element 4… Establish an RTI Problem Solving Team at Tier 33

• Develop a plan for creating or improving your school RTI improving your school RTI Team in the coming year.



Building Team Activity: Plan for Selecting

In your elbow groups:Screening and Progress-Monitoring Measures

• Review page 15 of the Planning Packet (Packet 6): RTI Plan: El t 5 S l t M Element 5… Select Measures for Universal Screening and Progress Monitoring to Progress Monitoring to Evaluate Student Response to Intervention

• Develop an academic screening plan for your building in the

i h l


coming school year.


Building Team Activity: Final Planning Session

In your teams:

g y g

y• Review the five planning elements for RTI that

your team has worked on over the past week.y• Put the ‘finishing touches’ on each of these

elements.• Be prepared to report out to the large group on

your TOP THREE most crucial ‘first RTI steps’ in the coming year.


Documents

Response to Intervention | RTI | RTI Resources - RTI f A d i RTI ......Response to Intervention Workshop Agenda 1. RTI: Review. What are the critical elements of RTI, including the